CHILDRENS AGENCY BELIEFS, COGNITIVE PERFORMANCE, AND CONCEPTIONS OF EFFORT AND ABILITY - INDIVIDUAL AND DEVELOPMENTAL DIFFERENCES
CHILDRENS AGENCY BELIEFS, COGNITIVE PERFORMANCE, AND CONCEPTIONS OF EFFORT AND ABILITY - INDIVIDUAL AND DEVELOPMENTAL DIFFERENCES
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DOI：
10.1111/j.1467-8624.1989.tb03553.x
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发表时间：
1989-10-01
影响因子：
4.6
通讯作者：
SKINNER, EA
中科院分区：
文献类型：
--
作者：
CHAPMAN, M;SKINNER, EA
为了了解儿童S的信念和认知表现如何随着他们努力和能力概念的发展而变化，我们对120名四年级和六年级的学生进行了以下评估：(A)机构信念的测量，定义为人们认为他们能够获得特定类别的潜在手段的程度，包括努力、能力、强大的他人和运气；(B)一系列智力测试量表，包括图形模式、字母序列、算术和拼写；(C)旨在评估努力和能力概念发展水平的访谈。智力分数和对努力的代理信念之间的相关性随着对努力和能力的推理水平的增加而降低，但智力分数和对能力的代理信念之间的相关性随着推理水平的增加而增加。在绩效与中介机构对运气或未知原因的信念之间的相关性中，没有发现这样的趋势。结果从个体差异和发展变化之间的相互作用的角度进行了讨论。
In order to understand how children''s beliefs and cognitive performance vary according to development in their conceptions of effort and ability, 120 fourth and sixth graders were given the following assessments: (a) a measure of agency beliefs, defined as the extent to which persons believe they have access to certain classes of potential means, including effort, ability, powerful others, and luck; (b) a battery of intelligence test scales, including figural patterns, letter series, arithmetic, and spelling; (c) an interview designed to assess developmental levels in conceptions of effort and ability. Correlations between intelligence scores and agency beliefs for effort decreased with increasing levels of reasoning about effort and ability, but correlations between intelligence scores and agency beliefs for ability increased with increasing levels of reasoning. No such trends were found in correlations between performance and agency beliefs for luck or for unknown causes. The results are discussed in terms of the interaction between individual differences and developmental change.